11. ITiCSE 2006: Bologna, Italy

• Roberto Di Cosmo:
  Educating the e-citizen. 1
  
• Alison Young, Logan Muller:
  Aluminum foil satellite dishes and a millennium of experience: sustainability in the high Andes. 2
  

Innovation in the classroom

• Roy P. Pargas:
  Reducing lecture and increasing student activity in large computer science courses. 3-7
  
• Pedro Guerreiro, Katerina Georgouli:
  Combating anonymousness in populous CS1 and CS2 courses. 8-12
  
• Jaime Spacco, David Hovemeyer, William Pugh, Fawzi Emad, Jeffrey K. Hollingsworth, Nelson Padua-Perez:
  Experiences with marmoset: designing and using an advanced submission and testing system for programming courses. 13-17
  
• William M. Waite, Assad Jarrahian, Michele H. Jackson, Amer Diwan:
  Design and implementation of a modern compiler course. 18-22
  

Outreach and object-oriented strategies

• Vijayakumar Shanmugasundaram, Paul Juell, Curt D. Hill:
  Knowledge building using visualizations. 23-27
  
• Benjy J. Thomasson, Mark Ratcliffe, Lynda Thomas:
  Identifying novice difficulties in object oriented design. 28-32
  
• J. Mark Pullen:
  Scaling up a distance education program in computer science. 33-37
  
• Andrew Bennett, Joanna Briggs, Martyn Clark:
  High school computing clubs: a pilot study. 38-42
  

Human computer interactions

• Geoffrey R. Gray, Colin A. Higgins:
  An introspective approach to marking graphical user interfaces. 43-47
  
• Peter Brusilovsky, Tomasz D. Loboda:
  WADEIn II: a case for adaptive explanatory visualization. 48-52
  
• Beryl Plimmer, Robert Amor:
  Peer teaching extends HCI learning. 53-57
  
• Herman Koppelman, Betsy van Dijk:
  Creating a realistic context for team projects in HCI. 58-62
  

Curricular issues

• Suehee Pak, Eunha Rho, Juno Chang:
  Industrial demand-driven curriculums for computer-software field in Korea. 63-67
  
• John Hamer:
  Some experiences with the "contributing student approach". 68-72
  
• Timothy A. Davis, John L. Kundert-Gibbs:
  The role of computer science in digital production arts. 73-77
  
• Paolo Giangrandi, Claudio Mirolo:
  "Numeri e Macchine": a virtual museum to learn the history of computing. 78-82
  

Assessment

• Pete G. Thomas, Kevin G. Waugh, Neil Smith:
  Using patterns in the automatic marking of ER-diagrams. 83-87
  
• Mario Amelung, Michael Piotrowski, Dietmar Rösner:
  EduComponents: experiences in e-assessment in computer science education. 88-92
  
• Karin Axelsson, Ulf Melin, Tommy Wedlund:
  Student activity in seminars: designing multi-functional assessment events. 93-97
  
• Colin A. Higgins, Brett Bligh:
  Formative computer based assessment in diagram based domains. 98-102
  

CS eduacation research I

• Anna Eckerdal, Robert McCartney, Jan Erik Moström, Mark Ratcliffe, Kate Sanders, Carol Zander:
  Putting threshold concepts into context in computer science education. 103-107
  
• Emilia Mendes, Lubna Basil Al-Fakhri, Andrew Luxton-Reilly:
  A replicated experiment of pair-programming in a 2nd-year software development and design computer science course. 108-112
  
• Brian Hanks:
  Student attitudes toward pair programming. 113-117
  
• Raymond Lister, Beth Simon, Errol Thompson, Jacqueline L. Whalley, Christine Prasad:
  Not seeing the forest for the trees: novice programmers and the SOLO taxonomy. 118-122
  

Algorithms

• Ming-Yu Chen, Jyh-Da Wei, Jeng-Hung Huang, D. T. Lee:
  Design and applications of an algorithm benchmark system in a computational problem solving environment. 123-127
  
• Anthony Wirth, Michael Bertolacci:
  New algorithms research for first year students. 128-132
  
• Michal Armoni, Judith Gal-Ezer, Orit Hazzan:
  Reductive thinking in undergraduate CS courses. 133-137
  
• Ian Sanders, Vashti Galpin, Tina Götschi:
  Mental models of recursion revisited. 138-142
  

Course and capstone projects

• Daniel E. Stevenson:
  PNG palette permuter. 143-147
  
• Paul M. Leidig, Roger C. Ferguson, Jonathan Leidig:
  The use of community-based non-profit organizations in information systems capstone projects. 148-152
  
• Steven Bird, James R. Curran:
  Building a search engine to drive problem-based learning. 153-157
  
• Daniel E. Stevenson, Paul J. Wagner:
  Developing real-world programming assignments for CS1. 158-162
  

CS I & CS II

• Leen-Kiat Soh:
  Implementing the jigsaw model in CS1 closed labs. 163-167
  
• Sarah Matzko, Timothy A. Davis:
  Teaching CS1 with graphics and C. 168-172
  
• Charles Boisvert:
  Web animation to communicate iterative development. 173-177
  
• Petri Gerdt, Jorma Sajaniemi:
  A web-based service for the automatic detection of roles of variables. 178-182
  

First year experiences

• Curt D. Hill, Vijayakumar Shanmugasundaram, Martina Miteva:
  Agents help students in ProgrammingLand. 183-187
  
• Rudolf Pecinovský, Jarmila Pavlícková, Lubos Pavlícek:
  Let's modify the objects-first approach into design-patterns-first. 188-192
  
• Ian Utting:
  Problems in the initial teaching of programming using Java: the case for replacing J2SE with J2ME. 193-196
  
• Atanas Radenski:
  "Python first": a lab-based digital introduction to computer science. 197-201
  

Pedagogy

• Tobias Lauer:
  Learner interaction with algorithm visualizations: viewing vs. changing vs. constructing. 202-206
  
• Giovanni M. Bianco, Simonetta Tinazzi:
  One step further the ACM K-12 final report: a proposal for level 1: computer organization for K-8. 207-211
  
• Isabelle Dony, Baudouin Le Charlier:
  A tool for helping teach a programming method. 212-216
  
• Jackie O'Kelly, J. Paul Gibson:
  RoboCode & problem-based learning: a non-prescriptive approach to teaching programming. 217-221
  

Ethics and gender diversity

• Hasmik Gharibyan, Stephan Gunsaulus:
  Gender gap in computer science does not exist in one former soviet republic: results of a study. 222-226
  
• Tamar Vilner, Ela Zur:
  Once she makes it, she is there: gender differences in computer science study. 227-231
  
• William M. Fleischman:
  Meta-informatics and ethical issues in computing. 232-236
  
• Stefan A. Robila, James W. Ragucci:
  Don't be a phish: steps in user education. 237-241
  

Networking/graphics

• Patrick Bristow:
  Unicast vs. multicast over wireless: a cross-disciplinary mindshare for educational application researchers. 242-244
  
• Brian Tjaden, Brett C. Tjaden:
  Training students to administer and defend computer networks and systems. 245-249
  
• Pedro Pablo Gómez-Martín, Marco Antonio Gómez-Martín:
  Fast application development to demonstrate computer graphics concepts. 250-254
  
• Clark F. Olson:
  Encouraging the development of undergraduate researchers in computer vision. 255-259
  

CS education research II

• A. T. Chamillard:
  Using student performance predictions in a computer science curriculum. 260-264
  
• Anders Berglund, Mattias Wiggberg:
  Students learn CS in different ways: insights from an empirical study. 265-269
  
• Jacob Perrenet, Eric Kaasenbrood:
  Levels of abstraction in students' understanding of the concept of algorithm: the qualitative perspective. 270-274
  
• Janet Hughes, D. Ramanee Peiris:
  ASSISTing CS1 students to learn: learning approaches and object-oriented programming. 275-279
  

Software engineering

• James H. Paterson, John Haddow, Michael Nairn:
  A design patterns extension for the BlueJ IDE. 280-284
  
• Jerry Boetje:
  Foundational actions: teaching software engineering when time is tight. 285-288
  
• Dennis J. Hood, Cynthia S. Hood:
  Teaching software project management using simulations. 289-293
  
• Dragutin Petkovic, Gary D. Thompson, Rainer Todtenhoefer:
  Teaching practical software engineering and global software engineering: evaluation and comparison. 294-298
  

Panel session 1

• Elizabeth S. Adams, Doug Baldwin, Judith Bishop, John English, Pamela B. Lawhead, Daniel Stevenson:
  Approaches to teaching the programming languages course: a potpourri. 299-300
  

Panel session 2

• Joe Bergin, Raymond Lister, Barbara Boucher Owens, Myles F. McNally:
  The first programming course: ideas to end the enrollment decline. 301-302
  

Poster session 1

• William J. Joel:
  Living in a digital world: teaching computers and society via literature. 303
  
• Meirav Mano, Bruria Haberman, Tammy Rosenthal:
  Promoting women in science and technology. 304
  
• Michael Erlinger:
  Lab exercises for computer networking courses. 305
  
• Michael Hielscher, Christian Wagenknecht:
  AtoCC: learning environment for teaching theory of automata and formal languages. 306
  
• Joe Bergin:
  Karel universe drag & drop editor. 307
  
• Ann M. Quade:
  Developing a hybrid software engineering curse that promotes project-based active learning. 308
  
• Leigh Ann Sudol, Kathryn Bambino:
  Is there such a thing as too much support?: a discussion from a teacher and a student's perspective of support groups for girls in computer science. 309
  
• Robert R. Snapp:
  A Puzzles-First approach to computer science. 310
  
• John Impagliazzo:
  Computing curricula 2005: and guide. 311
  
• Guido Röbetaling:
  Translator: a package for internationalization for java-based applications and GUIs. 312
  

Poster session 2

• Vicki L. Almstrum, Mary Z. Last:
  Men are from toys: women are from tools. 313
  
• Laurent Dairaine, Ernesto Exposito, Guillaume Jourjon, P. Casenove, F. Tan, Emmanuel Lochin:
  IREEL: remote experimentation with real protocols and applications over emulated network. 314
  
• Donald Joyce:
  Educating computing professionals at postgraduate level. 315
  
• William J. Joel:
  Engaging computer science education. 316
  
• Louise Moses:
  Animation programming: an alternative approach to CS1. 317
  
• Vladimír Bures:
  Systems thinking as a basis for ambient intelligence. 318
  
• Janne Lindqvist, Sanna Liimatainen:
  VERKKOKE: online teaching environment for telecommunications software and routing. 319
  
• Titus Winters, Tom Payne:
  Computer aided assessment with human oversight. 320
  
• Robert D. Campbell, Elizabeth K. Hawthorne, Karl J. Klee:
  Activities of the ACM two-year college education committee. 321
  
• Heidi J. C. Ellis:
  Undergraduate involvement in bioinformatics research: lessons from the CONNJUR project. 322
  

Poster session 3

• Ingrid Russell, Zdravko Markov, Todd W. Neller:
  Teaching AI through machine learning projects. 323
  
• Frank Keenan, Sarah Powell, Gerry Coleman, Kevin McDaid:
  Learning project planning the agile way. 324
  
• Judith Gal-Ezer, Mark B. Trakhtenbrot:
  Algebraic characterization of regular languages: how to cope with all these equivalences? 325
  
• Sarah Rauchas, Ian Sanders, Benjamin Kumwenda:
  The effect of prior programming experience in a scheme-based breadth-first curriculum at wits. 326
  
• Lillian N. Cassel, Edward A. Fox:
  Sharing the wealth: publishing electronic resources. 327
  
• Imtiaz Amzad, Arturo Jose Ortiz:
  Model based project centered team learning. 328
  
• Tzu-Yi Chen, Gary Lewandowski, Robert McCartney, Kate Sanders, Beth Simon:
  What do beginning students know, and what can they do? 329
  
• Boguslaw Schreyer, Wojciech Wawrzynski:
  Finite automata models for CS problem with binary semaphore. 330
  
• Giovanni M. Bianco, Ignazio Locatelli:
  PlayToLearn: a game adventure in the realm of Si Piuh. 331
  
• Gregory W. Hislop, Thomas B. Hilburn, Michael J. Lutz, Mark J. Sebern:
  Sharing software engineering curriculum materials. 332
  

Poster session 4

• Monica I. Costa, Carmem Tavares, João Barroso, Salviano F. S. P. Soares:
  Reconstructed high frame rate sequences quality measurement tool. 333
  
• Gordon Davies, Lillian N. Cassel, Heikki Topi:
  Using a computing ontology for educational purposes. 334
  
• Alexander Holt, Sarah Rauchas, Ian Sanders:
  Introducing python into the first year curriculum at wits. 335
  
• Roy P. Pargas:
  A targeted tablet PC software development course. 336
  
• John English:
  The checkpoint automated assessment system. 337
  
• Cyril Klimes, Hashim Habiballa:
  Flexible computer science university studies. 338
  
• Luís Assunção, António Luís Osório:
  Teaching web services using .NET platform. 339
  
• Per Arne Godejord:
  Exploring teacher methodology: using the example of sexual abuse of children as a way of teaching social informatics. 340
  
• Jaime Urquiza-Fuentes, Micael Gallego-Carrillo, Francisco Gortázar-Bellas, J. Ángel Velázquez-Iturbide:
  Visualizing the symbol table. 341
  
• Gregory W. Hislop, Heidi J. C. Ellis:
  Retention of distance and on-campus students in a graduate computer science degree program. 342
  

Tips and techniques

• Roger D. Boyle, Joanna Briggs:
  What don't you know? 343
  
• David B. Sher:
  Motivating data structures with caching internet stock data. 344
  
• Richard W. Nau:
  A random number. 345
  
• Pete Bibby:
  Getting feedback: no pressure! 346
  
• Robert R. Snapp:
  Teaching graph algorithms in a corn maze. 347
  
• Pilu Crescenzi, Michele Loreti, Rosario Pugliese:
  Assessing CS1 java skills: a three-year experience. 348
  
• Heidi J. C. Ellis:
  Self-grading: an approach to supporting self-directed learning. 349
  
• Donald Joyce:
  Raising awareness about academic integrity. 350
  
• John Motil:
  Surprise snippets. 351
  

Software/courseware announcements

• Joseph G. Tront, Vinod Eligeti, Jane C. Prey:
  WriteOn: a tool for classroom presentations on tablet PCs. 352
  
• Roland N. Ibbett, Juan Carlos Diaz y Carballo, D. A. W. Dolman:
  Computer architecture simulation models. 353
  
• Alessio Gaspar, Clark Godwin, Joe Stanaback:
  SOFTICE undergraduate operating systems laboratories. 354
  
• Poul Henriksen:
  Greenfoot demonstration. 355
  
• James H. Cross II, T. Dean Hendrix:
  jGRASP: a lightweight IDE with dynamic object viewers for CS1 and CS2. 356
  
• Michael Bruce-Lockhart, Theodore S. Norvell:
  Interactive embedded examples: a demonstration. 357
  
• William G. Griswold, Beth Simon:
  Ubiquitous presenter: fast, scalable active learning for the whole classroom. 358
  
• Jon Wise:
  GoJava: a java development tool for beginners. 359
  
• Susan H. Rodger:
  Learning automata and formal languages interactively with JFLAP. 360
  

Student posters

• Jacqueline Baldwin, Eileen Crupi, Tabitha Estrellado:
  WeBWorK for programming fundamentals. 361
  
• Vladan Bozic:
  Application of finite state automata to the bakery algorithm in critical section modeling. 362
  
• Josephine Ekman:
  A web-based information centre to provide help, guidance and support for students. 363-364
  
• Jessica Byrnes, Thomas Huffner, Todd McNeal, Lauren Pisciotta, Zackary Zweber:
  Technological confidence at an early age. 365
  
• Tazeen Fatima, Jonathan D. Marra, Ronald Realubit, Georgiy Schegolev, Katherine G. Herbert:
  Automated gene processing and exon sequence retrieval. 366
  
• Zdravko Markov, Ingrid Russell:
  An introduction to the WEKA data mining system. 367-368
  

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